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Early Learning Resources

Connect with helpful resources on early learning and accessible educational materials by browsing below or jumping to specific categories of resources:

Accessible Educational Materials (AEM)

Print- and technology-based educational materials designed to be usable across the widest range of individual variability.

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U.S. Department of Education Resources

Office of Early Learning (OEL)
The Office of Early Learning is charged with enhancing the quality of services and improving outcomes for young children, so that all children, particularly those with high needs, are on track for graduating from high school college- and career-ready.
Key areas of focus:  Young children birth through third grade
Highlighted resources: Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs, Race to the Top—Early Learning Challenge

Office of Special Education Programs (OSEP)
OSEP is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and supporting a comprehensive array of programs and projects authorized by IDEA to assist states and local districts.
Highlighted resources: Early Intervention Program for Infants and Toddlers with Disabilities, Preschool Grants for Children with Disabilities, Building the Legacy: IDEA 2004 provides resources related to the statute and implementing regulations.

Office of Special Education Programs (OSEP)

Provides leadership and financial support to assist states and local districts in improving results for children and youth with disabilities.

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Individuals with Disabilities Education Act (IDEA)

Federal law governing rights of children with disabilities to receive free and appropriate public education in least restrictive environment.

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Early Childhood Technical Assistance Centers Funded by Office of Special Education Programs (OSEP)

Early Childhood Technical Assistance Center (ECTA Center)
The ECTA Center assists states in building effective, efficient service systems; increasing the implementation of evidence-based practices; and, enhancing outcomes for young children and their families.
Key areas of focus: Infants and toddlers (IDEA Part C) and young children aged 3-21 (IDEA Part B), systems and services
Highlighted Resources: Research and Reference Portal, DEC Recommended Practices Products, Assistive Technology (AT) for Infants, Toddlers and Young Children, Part C Transition

Center for IDEA Early Childhood Data Systems (DaSy)
The DaSy Center works with states to support IDEA early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.
Key Areas of Focus: Infants and toddlers (IDEA Part C) and Early Childhood Special Education (IDEA Part B); data quality and systems

IDEA Data Center (IDC)
IDC provides technical assistance to build capacity within states for collecting, reporting, and analyzing high-quality IDEA data.
Key areas of focus: Infants and toddlers (IDEA Part C) and children ages 3-21 (IDEA Part B); data quality and requirements

Early Childhood Personnel Center (ECPC)
ECPC facilitates the implementation of integrated and comprehensive systems of personnel development in early childhood, for all personnel serving infants and young children with disabilities.
Key areas of focus:  Personnel development for those serving Infants and toddlers (IDEA Part C) and Early Childhood Special Education (IDEA Part B)

Early Childhood Projects funded by OSEP

Center for Early Literacy Learning (CELL)
CELL promotes the adoption and sustained use of evidence-based early literacy learning practices. This site has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.
Key areas of focus: Young children birth to five , evidenced based early literacy practices
Highlighted resource: Products,  Cell Tools

Center on Technology and Disability (CTD)
The Center on Technology and Disability is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology practices, devices, and services.
Key areas of focus: Infants and toddlers (IDEA Part C) and children ages 3-21 (IDEA Part B), assistive technology, instructional technology
Highlighted resources:  Library –Early Childhood, The Swipe Generation: Best Practices with Mobile Technology for Young Children

Technology to Improve Kids Educational Success (TIKES)
The TIKES project, at PACER Center’s Simon Technology Center, is a demonstration project that empowers and trains parents and professionals to use assistive technology (AT) with young children with disabilities.
Key areas of focus: Infants and toddlers (IDEA Part C) and Early Childhood Special Education (IDEA Part B), assistive technology
Highlighted resource: TIKES on Pinterest

Tots ‘n Tech (TnT) Research Institute
TnT was an inter-university collaboration between Thomas Jefferson University (TJU), Philadelphia, and Arizona State University (ASU), Tempe. Resources about adaptations and assistive technology to use with infants and toddlers were provided and remain available on the website although the project is no longer funded.
Key areas of focus: Infants and toddlers (IDEA Part C), research, assistive technology
Highlighted resources:  Research, Tots 'n Tech on Pinterest  

Let’s Participate!
Let’s Participate! is a model demonstration project designed to assist IDEA Part C and Part B preschool programs in implementing and sustaining promising practices in the effective use of assistive technology by infants, toddlers, and preschool children with disabilities to improve functional outcomes.
Key areas of focus: Infants and toddlers (IDEA Part C) and Early Childhood Special Education (IDEA Part B), assistive technology

Technical Assistance Center on Social Emotional Intervention (TACSEI)
TACSEI, was a five year grant to enhance awareness of, understanding of, and ability to use evidence-based practices to improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities.  Funding for this project has ended but resources remain available on the website.
Key areas of focus: Young children with challenging behaviors; social emotional development
Highlighted resource: The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. See the Pyramid Model Consortium.

Technology

Equipment or system where principal function is creation, conversion, duplication, control, display, interchange, transmission, reception, or broadcast of data.

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Early Learning Projects

Autism Spectrum Disorders (ASD) Toddler Initiative
A program of the Frank Porter Graham Child Development Institute at University of North Carolina at Chapel Hill, the ASD Toddler Initiative is developing materials and modifying existing processes to support the use of evidence-based practices for young children (birth-3) and their families.
Key areas of focus: Young children birth to age three; autism spectrum disorders; evidence-based practices
Highlighted resource: Learning Modules

Center on Enhancing Early Learning Outcomes (CEELO)
CEELO, funded by the U.S. Department of Education’s Office of Elementary and Secondary Education, is dedicated to fostering sustainable change in state policy and practice for children birth to third grade by strengthening the capacity of state education agencies to lead sustained improvements in early learning opportunities and outcomes.
Key areas of focus: Early learning birth to third grade
Highlighted resource: Annotated Bibliography: Using Technology in Early Childhood Classrooms

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
CSEFEL, funded by the office of Head Start and Child Care Bureau, was a national resource center for disseminating research and evidence-based practices to early childhood programs. CSEFEL focused on promoting the social emotional development and school readiness of young children.  Funding for this project has ended but resources remain available on the website.
Key areas of focus: Young children birth to age 5 , social and emotional development
Highlighted resource:  The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children.  See the Pyramid Model Consortium.

National Institute for Early Education Research (NIEER)
NIEER, established at Rutgers University’s Graduate School of Education with a grant from the Pew Charitable Trust, conducts and communicates research to support high-quality, effective early childhood education for all young children. NIEER leads the Center on Enhancing Early Learning Outcomes (CEELO) to strengthen the capacity of state education agencies to lead sustained improvements in early learning opportunities and outcomes.
Key areas of focus: Early learning, research-based practices
Highlighted resource: Special Education Publications and Research

Pyramid Model Consortium
The Pyramid Model Consortium, a 501(c)(3) nonprofit, was created to continue the Pyramid Model work after funding for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) ended. Products and resources can continue to be accessed on the TACSEI and CSEFEL websites, but check the Pyramid Model Consortium website for all the latest news and information.
Key areas of focus:  Infants and young children

ZERO TO THREE: National Center for Infants, Toddlers, and Families
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development.
Key areas of focus: Infant and toddler development, early intervention
Highlighted resources: html">State Baby Fact Sheets, Parent Portal

State Education Agency (SEA)

Agency responsible for supervision of a state’s or territory’s public elementary and secondary schools.

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Other Resources

Assistive Technology Internet Modules (ATIM)
The ATIM is a collaboratively developed product of the Ohio Center for Autism and Low Incidence (OCALI) and other partners. Each module is designed for use for professional development, higher education courses, and independent study.
Highlighted resource: A Family-Centered Approach to Assistive Technology in Early Childhood (under Current Modules)

Center for Parent Information and Resources (CPIR)
CPIR serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers for serving families of children with disabilities.
Key areas of focus: Parent centers and parents
Highlighted resources:  Priority | Evidence-Based Practices that Improve Early Learning Outcomes, Module 8: The Transition Process and Lead Agency Notification to the LEA and SEA, Module 9: Development of the Transition Plan

Division of Early Childhood (DEC)
DEC is a division of the Council for Exceptional Children (CEC), a non-profit organization that promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. Through recent collaborative work with the Early Childhood Technical Assistance Center (ECTA), the DEC Recommended Practices have been revised and updated, and a new set is now available.
Key areas of focus: Young children birth to age eight with or at-risk for developmental delays and disabilities, evidence-based practices
Highlighted resource: DEC Recommended Practices

Frank Porter Graham Child Development Institute (FPG)
The mission of the FPG at the University of North Carolina at Chapel Hill is to enhance the lives of children and families through interdisciplinary research, technical assistance, professional development, and implementation science. FPG generates knowledge, informs policies, and supports practices to promote positive developmental and educational outcomes for children of all backgrounds and abilities from the earliest years.
Key area of focus: Issues facing young children and their families
Highlighted resource: Early Childhood Technical Assistance Center (ECTA Center)

National Lekotek Center
The National Lekotek Center, a 501(c)3 nonprofit organization, provides an array of services to improve the lives of children with special needs through the utilization of toys and play.
Key areas of focus: Primarily children with disabilities ages 0-8, play, accessible toys

National Association for the Education of Young Children (NAEYC)
NAEYC is a professional membership organization that promotes high-quality early learning for all young children by connecting early childhood practice, policy, and research. NAEYC offers position papers on many issues related to early childhood education.
Key areas of focus: Young children birth through age 8
Highlighted resources: Position papers: Early Childhood Inclusion, Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8

Perkins Scout
Maintained at Perkins School for the Blind, Perkins Scout is an information clearinghouse with online resources on all aspects of visual impairments and blindness.
Key areas of focus: Visual Impairments and blindness
Highlighted resources: Early Childhood, Early Literacy and Pre-braille

Accessible

Content, activity, or technology that is usable by everyone with equivalent ease of use.

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